physician as advisor

advisee information

What you benefit from my consultation will depend >25-50% on you.

  • teach someone else

    Teach someone what you yourself have learned or created.

  • analyze your own rationale

    Write why you agree/disagree or what you like/dislike.

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  • apply it to a problem

    Try to use the material in a real situation.

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  • compare/contrast

    Figure out how this concept is the same or different than others you know.

  • draw

    Map connections between ideas.

  • try yourself first

    Search for an answer before asking for a solution.

  • ask about the information

    Ask questions relevant to your curiosity.

  • spaced recall

    Review the information after a while.

  • prepare ahead

    Enter the experience having put some effort into it first.

  • availability

    Virtual meetings will usually be on evenings, preferably at 9:00 p.m., unless arranged in advance otherwise.


    Exceptions for additional or fewer meetings will be made for any emergencies.


    When in-person meetings are feasible during regular school hours, I will request/arrange them.

  • organization

    Each topic session is designed to challenge a novice in the material to apply it to patient care and includes a:

    • lecture and/or suggested readings.
    • question and answer session (dialogue).

  • communication

    I focus on my mentee's questions, and I enjoy learning from students.  I see us as sharing the task of maturing in medical humanism together.


    I prefer:

    • text if for... brief question/comment

    • phone if for... dialogue/problem solving

    • shared drive (University-provided) if for... exchange of substantial information

    • email if for... anything not fitting the descriptions above

  • time commitment/effort

    Be responsible for spending:

    • at least two hours (average) of discussion/reading per academic month. 
    • over both OMS1 and 2 years.

    32 hours is barely/questionably enough to allow for a strong mentor-mentee relationship and prepare most students for the doctoring challenges that begin in year 3.  

  • feedback/flexibility

    The more you want to engage/participate, the more I will let you direct the conversation.


    The more feedback and requests you give, the better I can/will tailor the experience to your preferences.


  • results

    I have received positive recognition for my approach by students and the dean.


    80% of prior students who self-selected this course have chosen to complete both years.

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